4th Grade WV Next Generation Math Standards
Garden Activity – Tending
Summary of Activity:
Water/Feed…Use a rain gauge to measure rainfall
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compare two fractions with different numerators and different denominators, e.g., by creating common denominators or
numerators, or by comparing to a benchmark fraction such as ½, recognize that comparisons are valid only when the two fractions
refer to the same whole and record the results of comparisons with symbols >, = or <, and justify the conclusions, e.g., by using a
visual fraction model.
understand a fraction a/b with a > 1 as a sum of fractions 1/b
a. understand addition and subtraction of fractions as joining and separating parts referring to the same whole,
b. decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each
decomposition by an equation and justify decompositions, e.g., by using a visual fraction model. Examples:
3/8 = 1/8 +1/8 + 1/8; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8,
c. add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent
fraction and/or by using properties of operations and the relationship between addition and subtraction,
d. solve word problems involving addition and subtraction of fractions referring to the same whole and having like
denominators, e.g., by using visual fraction models and equations to represent the problem.
express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions
with respective denominators 10 and 100. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. (Students who can
generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and
subtraction with unlike denominators in general is not a requirement at this grade.)
use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62
meters; locate 0.62 on a number line diagram.
compare two decimals to hundredths by reasoning about their size, recognize that comparisons are valid only when the two decimals
refer to the same whole and record the results of comparisons with the symbols >, = or < and justify the conclusions, e.g., by using a
visual model.
make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8) and solve problems involving addition and
subtraction of fractions by using information presented in line plots (for example, from a line plot find and interpret the difference in
length between the longest and shortest specimens in an insect collection).
Weed…to enable math connection use string to create grid in raised beds
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explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number
and size of the parts differ even though the two fractions themselves are the same size and use this principle to recognize and
generate equivalent fractions.
Alignment suggestions compiled by Jessica Pollitt – Americorps* Vista with WVU Kanawha County Extension
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compare two fractions with different numerators and different denominators, e.g., by creating common denominators or
numerators, or by comparing to a benchmark fraction such as ½, recognize that comparisons are valid only when the two fractions
refer to the same whole and record the results of comparisons with symbols >, = or <, and justify the conclusions, e.g., by using a
visual fraction model.
understand a fraction a/b with a > 1 as a sum of fractions 1/b
a. understand addition and subtraction of fractions as joining and separating parts referring to the same whole,
b. decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each
decomposition by an equation and justify decompositions, e.g., by using a visual fraction model. Examples:
3/8 = 1/8 +1/8 + 1/8; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8,
c. add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent
fraction and/or by using properties of operations and the relationship between addition and subtraction,
d. solve word problems involving addition and subtraction of fractions referring to the same whole and having like
denominators, e.g., by using visual fraction models and equations to represent the problem.
apply and extend previous understandings of multiplication to multiply a fraction by a whole number
a. understand a fraction a/b as a multiple of 1/b, (For example, use a visual fraction model to represent 5/4 as the
product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).)
b. understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number,
(For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. In
general, n × (a/b) = (n × a)/b.)
c. solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and
equations to represent the problem. (For example, if each person at a party will eat 3/8 of a pound of roast
beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what
two whole numbers does your answer lie?)
draw points, lines, line segments, rays, angles (right, acute, obtuse) and perpendicular and parallel lines and identify these in twodimensional figures.
recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line
into matching parts, identify line-symmetric figures and draw lines of symmetry.
Observe
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fluently add and subtract multi-digit whole numbers using the standard algorithm
know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec, within a
single system of measurement, express measurements in a larger unit in terms of a smaller unit, record measurement equivalents in
a two column table, (For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in.) and generate
a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36).
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use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects and money,
including problems involving simple fractions or decimals and problems that require expressing measurements given in a larger unit
in terms of a smaller unit and represent measurement quantities using diagrams such as number line diagrams that feature a
measurement scale.
Alignment suggestions compiled by Jessica Pollitt – Americorps* Vista with WVU Kanawha County Extension
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apply the area and perimeter formulas for rectangles in real world and mathematical problems. (For example, find the width of a
rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an
unknown factor.)
make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8) and solve problems involving addition and
subtraction of fractions by using information presented in line plots (for example, from a line plot find and interpret the difference in
length between the longest and shortest specimens in an insect collection)
Alignment suggestions compiled by Jessica Pollitt – Americorps* Vista with WVU Kanawha County Extension